GOAL 1: To develop Interventionists to deliver evidence-based
intensive and individualized interventions
To ensure that interventionists are equipped with the knowledge and skills necessary to provide high-quality, evidence based instruction that meets the individual needs of students. Through ongoing professional development, coaching, collaboration, and data-driven decision-making, interventionists will implement targeted interventions with fidelity, monitor student progress consistently, and adjust instruction based on student performance. The ultimate goal is to improve academic achievement by providing timely, individualized support that helps all students, particularly those who are struggling, reach grade-level expectations and demonstrate measurable growth.
SLO 2:Scholar uses their
understanding of human growth and
development, the multiple influences
on development, individual
differences, diversity, including
exceptionalities, and families and
communities to plan and implement
inclusive learning environments and
experiences that provide individuals
with exceptionalities high-quality
learning experiences reflective of
each individual’s strengths and
needs. (ESE 641, ESE 642, ESE
630
Throughout my coursework and classroom experiences, I have developed a deeper understanding of how human growth and development, individual differences, family involvement, and cultural diversity influence student learning. As a 9th and 10th Grade English Language Arts teacher at Miami Carol City Senior High School, I recognize that every student enters my classroom with unique strengths, challenges, experiences, and learning needs. This understanding has helped me create an inclusive learning environment where all students, including those with exceptionalities, feel valued, respected, and capable of success.
Teaching both Honors and Inclusion classes has strengthened my ability to differentiate instruction, implement accommodations, and provide individualized support while maintaining high expectations for every learner. I use student data, IEPs, classroom observations, and ongoing assessments to design lessons that are accessible, engaging, and responsive to students' academic and social-emotional needs. I also believe that building positive relationships with students and maintaining open communication with families are essential components of student success.
The knowledge I have gained through my coursework in ESE 630, ESE 641, and ESE 642 has enhanced my ability to plan instruction that reflects evidence-based practices and Universal Design for Learning principles. These experiences have reinforced my commitment to creating equitable learning opportunities where every student has the support, encouragement, and resources needed to reach their full potential.
Throughout my graduate coursework and my experience as a 9th and 10th Grade English Language Arts teacher at Miami Carol City Senior High School, I have strengthened my understanding of both the general education curriculum and specialized instructional practices for students with exceptionalities. This knowledge has helped me make informed instructional decisions that ensure all students have access to rigorous, meaningful learning opportunities.
Teaching both Honors and Inclusion classes has taught me the importance of balancing high academic expectations with appropriate supports and accommodations. I use the Florida B.E.S.T. Standards to guide my instruction while incorporating evidence-based strategies, differentiated instruction, scaffolding, and assistive supports to meet the diverse needs of my students. I continuously analyze student data, monitor progress, and adjust instruction to ensure students are mastering grade-level content while developing the skills they need to become independent learners.
The knowledge gained through ESE 630, ESE 641, ESE 642, and ESE 647 has strengthened my ability to connect curriculum, assessment, and instructional planning in ways that support learners with exceptionalities. These courses have reinforced the importance of creating lessons that are both academically challenging and accessible, ensuring every student has the opportunity to succeed. As an educator, I remain committed to refining my instructional practices and providing equitable learning experiences that empower all students to reach their highest potential.
SLO 3: Scholar applies their
understanding of the academic
subject matter content of the general
curriculum and specialized curricula
to inform their programmatic and
instructional decisions for learners
with exceptionalities. (ESE 641, ESE
642; ESE 630: ESE 647
GOAL 2: To facilitate support for family and school personnel through
workshops, professional development programs, and other
school/community events delivered by scholars as Collaborators
I will strengthen partnerships between families, educators, and the school community by participating in and supporting workshops, professional development, and school events. Through collaboration and open communication, I aim to promote student success by sharing resources, building positive relationships, and encouraging meaningful family engagement.
Throughout my coursework in ESE 628 and ESE 648, I have developed the knowledge and skills needed to create a safe, respectful, and supportive learning environment for all students, including those with exceptionalities. As a high school ELA teacher, I establish clear routines, consistent expectations, and positive behavior supports that encourage student engagement and responsibility. I understand the importance of addressing students' social, emotional, and behavioral needs while maintaining a classroom culture built on respect and inclusion.
My learning has also strengthened my ability to collaborate with families, administrators, counselors, and other professionals when developing behavior intervention plans and implementing appropriate supports. By using evidence-based behavior management strategies and following ethical and legal guidelines, I strive to create an environment where every student feels valued, supported, and empowered to succeed academically and personally.
SLO 7: Scholar applies team
processes and communication
strategies to collaborate in a
culturally responsive manner with
families, paraprofessionals, and other
professionals within the school, other
educational settings, and the
community to plan programs and
access services for individuals with
exceptionalities and their families.
(ESE 648)
SLO 6: Scholar creates and
contributes to safe, respectful, and
productive learning environments
for individuals with
exceptionalities through the use of
effective routines and procedures
ESE 628 Classroom and Behavior management module
NASET Module 4 Micro Credentials on Behavior
management and use a range of preventive and
responsive practices to support
social, emotional and educational
well-being. They follow ethical
and legal guidelines and work
collaboratively with families and
other professionals to conduct
behavioral assessments for
intervention and program
development. (ESE 628, ESE 648)
Throughout ESE 648, I have strengthened my ability to collaborate effectively with families, colleagues, paraprofessionals, and community stakeholders to support students with exceptionalities. I understand that successful student outcomes are built on strong partnerships and open communication. By working as part of a collaborative team and respecting the diverse backgrounds and experiences of students and their families, I can help develop meaningful supports and connect families with resources that promote both academic and personal success.
GOAL 3: To prepare scholars as Researchers to conduct, evaluate, and
use inquiry to guide professional practice
I will use research and data to strengthen my instructional practices and improve student outcomes. By evaluating evidence-based strategies and reflecting on student performance, I will make informed decisions that support continuous growth for both my students and my professional practice.
SLO 4: Scholar assesses students’
learning, behavior, and the classroom
EDR 551 Research Proposal environment in order to evaluate and
support classroom and school-based
problem-solving systems of
intervention and instruction.
Candidates evaluate students to
determine their strengths and needs,
contribute to students’ eligibility
determination, communicate
students’ progress, inform short and
long-term instructional planning, and
make ongoing adjustments to
instruction using technology as
appropriate. (EDR 551, ESE 649)
SLO 5 SLO 5: Scholar uses
knowledge of individuals’
development, learning needs, and
assessment data to inform decisions
about effective instruction.
Candidates use explicit instructional
strategies and employ strategies to
promote active engagement and
increased motivation to individualize
instruction to support each
individual. Candidates use whole
group instruction, flexible grouping,
small group instruction, and
individual instruction. Candidates
teach individuals to use meta-
/cognitive strategies to support and
self-regulate learning. (ESE 647,
ESE 628
Through my work in EDR 551 and ESE 649, I have strengthened my ability to use assessment data to make informed instructional decisions. As a high school ELA teacher, I regularly analyze student performance, monitor academic progress, and use a variety of formal and informal assessments to identify students' strengths and areas for growth. This information allows me to adjust my instruction, provide targeted interventions, and support student achievement. My experience with research and data analysis has reinforced the importance of evidence-based decision-making. By using assessment results and technology to track student progress, I can develop effective instructional plans, collaborate with colleagues and families, and ensure that all students, including those with exceptionalities, receive the support they need to be successful.
Through my coursework in ESE 647 and ESE 628, I have strengthened my ability to use assessment data and knowledge of student learning needs to provide effective, individualized instruction. As a high school ELA teacher, I use a combination of whole-group, small-group, flexible grouping, and one-on-one instruction to meet the diverse needs of my students. I incorporate explicit instructional strategies, scaffolded lessons, and engaging activities that promote active participation and increase student motivation. I also encourage students to become independent learners by teaching them strategies such as goal setting, self-monitoring, annotation, and reflection. These practices help students build confidence, strengthen their critical thinking skills, and take ownership of their learning while ensuring all students have opportunities to succeed.
GOAL 4: To prepare scholars as Leaders by attaining ESE
certification, other advanced training, and to advocate for effective
policies to improve outcomes for students with disabilities
SLO 6: Scholar practices within
ethical and legal guidelines; advocate
for improved outcomes for
individuals with exceptionalities and
their families while considering their
social, cultural, and linguistic
diversity; and engage in ongoing self-
reflection to design and implement
professional learning activities. (ESE
649, ESE 601)
I will continue to grow as an educational leader by pursuing advanced training, strengthening my knowledge of exceptional student education, and advocating for equitable practices that improve outcomes for students with disabilities. Through ongoing professional development and collaboration, I will strive to positively impact both my students and my school community.
Through my coursework in ESE 601 and ESE 649, I have gained a deeper understanding of the ethical and legal responsibilities of educators serving students with exceptionalities. As a high school ELA teacher, I advocate for equitable learning opportunities while respecting the diverse social, cultural, and linguistic backgrounds of my students and their families. I believe every student deserves access to a supportive, inclusive learning environment where they can reach their full potential. I am committed to continuous professional growth through self-reflection, collaboration, and ongoing learning. By evaluating my instructional practices and seeking opportunities to improve, I can better meet the needs of my students and continue to be a strong advocate for their academic and personal success.
SLO 8: Scholar provides leadership
to formulate goals, set and meet high
professional expectations, advocate
for effective policies and evidence-
based practices, and create positive
and productive work environments.
(ESE 649, ESE 601)
Through ESE 601 and ESE 649, I have developed the leadership skills needed to support positive change within my school and profession. As a high school ELA teacher, I strive to model professionalism, collaborate with colleagues, and advocate for evidence-based practices that improve student achievement. I believe effective leadership is built on service, integrity, and a commitment to helping both students and educators succeed. I will continue to set high expectations for myself and my students while creating a positive, inclusive learning environment where every student has the opportunity to grow academically and personally.